walden psyc8573 full course

28 Jun walden psyc8573 full course

Question
Week 1 discussion
Individuals generally exhibit one of two main types of coping strategies—problem-focused or emotion-focused. A problem-focused coping strategy involves changing your behavior, the behavior of others, or the source of the stress; whereas, an emotion-focused coping strategy involves relieving emotional distress (Folkman & Lazarus, 1980). Children and adolescents tend to use more emotion-focused strategies such as releasing the emotions or distracting themselves while adults tend to use more problem-focused strategies by directly addressing the problem. Consider the coping strategies of a parent and a child with a health issue and the differences in their behaviors. How might these different coping strategies affect how parents and children deal with a child’s health issue?

With these thoughts in mind:

Post by Day 4 a brief explanation of how a parent/guardian’s coping strategies may affect how a child might cope with a health issue. Then, explain how a child’s coping strategies may influence the parent/guardian’s coping. Provide specific examples. Support your response with the Learning Resources and other current literature.

Be sure to support your postings and responses with specific references to the Learning Resources.

Read a selection of your colleagues’ postings.

Respond by Day 6 to at least one of your colleagues’ postings in one or more of the following ways:

Expand upon a colleague’s strategy.

Ask a probing question.

Share an insight from having read your colleague’s posting.

Offer and support an opinion.

Return to this Discussion in a few days to read the responses to your initial posting. Note what you have learned and/or any insights you have gained as a result of the comments your colleagues made.

Week 2 discussion

In 2011, the International Study of Asthma and Allergies in Childhood (ISAAC), a global epidemiological research program established to investigate asthma in children, released The Global Asthma Report 2011 in conjunction with the International Union Against Tuberculosis and Lung Disease. ISAAC conducted a 20-year global study on childhood asthma and discovered that the overall percentage of children and adolescents reported to have ever had asthma increased significantly, which might be the result of more community awareness about asthma and advances in medical practices and diagnoses. Yet, the study also found there were multiple variations in the triggers for asthma (The Global Asthma Report, 2011).

Environmental triggers for asthma include dust mites, mold and mildew, wood burning stoves, and the ozone (Cabana, Slish, Lewis, Brown, Nan, Lin, & Clark, 2004). While there may be a number of triggers to exacerbate symptoms and cause an asthma attack, researchers have been unable to identify a single environmental factor as the cause of asthma. Reflecting on the prevalence of asthma cases in children and adolescents, do you consider increases to be a result of environmental factors or advances in medical practices and diagnoses?

With these thoughts in mind:

Post by Day 4 your position on whether the increased prevalence of asthma is due to environmental factors or advances in medical practices and diagnoses and explain why. Support your position with the Learning Resources and other current literature. Then, explain how you might educate parents/guardians on this subject and provide two examples to support your response.

Be sure to support your postings and responses with specific references to the Learning Resources.

Read a selection of your colleagues’ postings.

Respond by Day 6 to at least one of your colleagues who has an opposing position in one or more of the following ways:

Share an insight from having read your colleague’s posting.

Offer and support an opinion.

Validate an idea with your own experience.

Return to this Discussion in a few days to read the responses to your initial posting. Note what you have learned and/or any insights you have gained as a result of the comments your colleagues made.

Week 3 discussion

Diabetes is a metabolic disease that affects how the body uses blood sugar, or glucose, for energy. Adolescents with diabetes should try to control their blood sugar, because blood sugar levels that are high or very low can be dangerous to an individual’s health. Managing diabetes can be difficult for adolescents, as they cannot produce or respond to insulin, which is often used to manage diabetes. Managing diabetes also is difficult for adolescents because they may be encountering many new experiences and learning to juggle many adult responsibilities. There have been many advances and scientific breakthroughs, such as oral medications and insulin pens; yet, treatment still can be overwhelming (Hood, Huestis, Maher, Butler, Volkening, & Laffel, 2006; Schreiner, Brow, & Phillips, 2000). While families may try to help adolescents manage their diabetes, there often is a need for independence at this age. How do you determine the appropriate age for an adolescent to self-manage his or her diabetes? How might families assist in the self-management of diabetes?

With these thoughts in mind:

Post by Day 4 a brief description of the age in which you consider it appropriate for adolescents to begin self-management of their diabetes and explain why. Then, explain two potential barriers to adolescents managing their diabetes. Finally, describe one behavioral strategy a family may use to promote the self-management of diabetes in an adolescent and explain why it might be effective. Support your responses with the Learning Resources and other literature.

Be sure to support your postings and responses with specific references to the Learning Resources.

Read a selection of your colleagues’ postings.

Respond by Day 6 to at least one of your colleagues who has an opposing position on the appropriate age for adolescents to begin self-management of their diabetes. Share insights from having read your colleague’s posting. Then explain if you would change position based on their posting and why.

Return to this Discussion in a few days to read the responses to your initial posting. Note what you have learned and/or any insights you have gained as a result of the comments your colleagues made.

Week 4 discussion

Cancer is the leading cause of death by disease in the United States for children and adolescents, but survival rates have significantly increased over the past 20 years. This increase is due to advancements in medical treatment and technology, which have resulted in cures and long-term remission rates for children and adolescents (St. Jude Children’s Research Hospital and Washington University School of Medicine in St. Louis, 2012). Yet, children and adolescents diagnosed with pediatric cancer still experience significant lifestyle changes, which can affect many aspects of their educational experience. For example, students may be likely to miss more than a month of school due to hospitalization and treatment plans (Katz, Kellerman, & Siegal, 1980).

In order to combat the effects of cancer treatment and student absenteeism, schools, hospitals, and cancer treatment centers provide creative options for students to continue school during treatment. For example, the MD Anderson Children’s Cancer Hospital provides education programs for students to stay at grade level while they are in the hospital (The University of Texas MD Anderson Cancer Center, 2012).

For this Discussion, consider impacts of pediatric cancer on the educational experience of children and adolescents.

With these thoughts in mind:

Post by Day 4 an explanation of the potential impacts of having pediatric cancer on an individual’s education and academic success. Then, explain two ways in which pediatric cancer might impact peer relationships within the academic environment. Finally, explain one strategy that a school might use to effectively support a student who is experiencing these issues. Support your response using the Learning Resources and other current literature.

Be sure to support your postings and responses with specific references to the Learning Resources.

Read a selection of your colleagues’ postings.

Respond by Day 6 to at least one of your colleagues’ postings in one or more of the following ways:

Share an insight from having read your colleague’s posting.

Offer and support an opinion.

Expand on your colleague’s posting.

Return to this Discussion in a few days to read the responses to your initial posting. Note what you have learned and/or any insights you have gained as a result of the comments your colleagues made.

Week 5 discussion

Discussion – Week 5

COLLAPSE

Cystic fibrosis is a chronic genetic disease of the mucus glands that affects respiratory and digestive systems. For those afflicted with the disease, their bodies have difficulty moving salt and water in and out of cells, which results in thick mucus that interferes with breathing and growth patterns. Children and adolescents with cystic fibrosis may exhibit coughing, frequent lung and sinus infections, and poor growth and weight gain even with a normal appetite. Most doctors are able to diagnose people at birth with cystic fibrosis based on a typical set of symptoms. Historically, cystic fibrosis was a fatal disease for children and adolescents; however, medical advances have increased their life expectancy (Abbot, Webb, & Dodd, 1996). Due to technology, such as the cystic fibrosis vest, the average life expectancy has increased to the mid-thirties which is much longer than just a generation ago (Cystic Fibrosis Foundation, 2011). Although there have been significant advances, consider how cystic fibrosis may affect the quality life for children and adolescents. Consider how families may support children and adolescents with cystic fibrosis.

With these thoughts in mind:

Post by Day 4 a brief explanation of how cystic fibrosis may impact the quality of life for children or adolescents diagnosed with this disease. Provide two examples to support your response. Then, explain two approaches a family might take to support children or adolescents with cystic fibrosis to enhance their quality of life. Support your response with the Learning Resources or current literature.

Be sure to support your postings and responses with specific references to the Learning Resources.

Read a selection of your colleagues’ postings.

Respond by Day 6 to at least one of your colleagues’ postings about the recommended approaches for the family. Expand on your colleague’s posting and support your response with the Learning Resources or current literature.

Return to this Discussion in a few days to read the responses to your initial posting. Note what you have learned and/or any insights you have gained as a result of the comments your colleagues made.

Week 6 discussion

DQ1

Think back to the last commercial or advertisement you saw for a headache reliever. Who was suffering from the headache? Most likely, that person was neither a child nor an adolescent. Often the media portrays adults with headaches, such as a mother struggling through her daily activities or a businessman working in the office late at night. Yet, headaches afflict children and adolescents at a high rate. Children and adolescents may experience many types of headaches, such as tension, migraine, mixed (tension and migraine), cluster, and sinus headaches. Some possible causes of these types of headaches include illness, lack of sleep, and watching television for long periods of time. Although children and adolescents experience headaches, adolescents tend to experience greater impacts. For many illnesses that affect adolescents, a non-medical treatment may be preferred. Psychologists and clinicians continue to search for non-medical treatments for adolescents that experience headaches.

For this Discussion, select a type of headache common to adolescents. Think about how that type of headache might impact various areas of an adolescent’s life and consider non-medical treatments that may be effective.

With these thoughts in mind:

Post by Day 3 a brief description of the type of headache you selected. Then explain possible impacts of this type of headache on adolescents’ educational experience, social functioning, and families. Finally, describe one type of non-medical treatment that might be recommended for adolescents experiencing the type of headache you selected and explain why that treatment might be effective. Support your responses with the Learning Resources and current literature.

Be sure to support your postings and responses with specific references to the Learning Resources.

Read a selection of your colleagues’ postings.

Respond by Day 5 to at least one of your colleagues who selected a different type of headache than you selected. Then, offer an alternative non-medical treatment than the one in the original post. Briefly explain why the treatment you recommended may be effective for the headache that your colleague selected.

Return to this Discussion in a few days to read the responses to your initial posting. Note what you have learned and/or any insights you have gained as a result of the comments your colleagues made.

Return to this Discussion in a few days to read the responses to your initial posting. Note what you have learned and/or any insights you have gained as a result of the comments your colleagues made.

Click on the Reply button below to reveal the textbox for entering your message. Then click on the Submit button to post your message.

DQ2

Discussion 2 – Week 6

COLLAPSE

Children and adolescents are diagnosed with epilepsy after experiencing two or more seizures that are not attributed to high fever or low blood sugar. There are several types of seizures that children and adolescents may have, and some types are extremely difficult to recognize. During generalized seizures, children and adolescents may be convulsing, involving muscle spasms, and/or jerking movements. However, if children and adolescents experience non-convulsive or petit mal seizures, they may stare blankly with little awareness of surroundings. Non-epileptic seizures are different from epileptic seizures in that while they look like seizures, they do not have any abnormal brain activity (National Institutes of Health, 2004).

It would be ideal if children and adolescents with epilepsy or non-epileptic seizures could take medications to control their seizures without experiencing side effects. Unfortunately, there is no magic pill that delivers perfect results. While dozens of medications may be effective in controlling seizures, most patients experience side effects, such as fatigue, dizziness, and impaired cognitive function (Schachter, 2006). For some children and adolescents, these side effects are minimal, but for others, they can have a more significant impact. The side effects from the medication and the symptoms of the seizures can interfere with children and adolescents’ social acceptance and self-esteem levels. It is imperative for parents and guardians, health care providers, and children and adolescents to find the right balance in medication dosage levels; however, it can be difficult (Epilepsy Foundation Western/Central Pennsylvania, 2003). Often, as part of their developing autonomy, adolescents want to participate in the decision-making process regarding their medications.

For this Discussion, students whose last names begin with A–M should review Scenario #1 (Bobby). Students whose last names begin with N–Z should review Scenario #2 (Jake). Consider strategies and interventions that might be most effective in your assigned scenario.

Scenario 1 – Bobby is an eighth grader in middle school. During lunch, he drops his tray, falls to the ground, and has a grand mal seizure. Many students in the cafeteria surround him. Some were afraid while others laughed. Bobby was taken to the hospital by ambulance. He did not return to school the next day because he was embarrassed by his seizure. When he returned two days later, some students were concerned about his health, but mostly he was greeted by jokes and teasing. Because of the seizure, Bobby was no longer allowed to play football for the rest of the season.

Scenario 2 – Jake is a 16-year-old junior in high school and is experiencing side effects from his seizure medication, including poor attention, decreased motor skills, lack of motivation, low energy levels, and decreased mood. Because these impairments have affected his academic success and kept him from obtaining a driver’s license, he would like to stop taking his medications so that he can feel “normal.” As Jake is only 16, he needs parent or guardian approval to discontinue medication use.

With these thoughts in mind:

Scenario 1 – Post by Day 4 a description of an intervention you might suggest to the school and to the family to support Bobby with his epilepsy. Then, explain why the intervention you selected might be effective to support Bobby in dealing with embarrassment, bullying, and his removal from the football team. Justify your response with the Learning Resources and current literature.

Scenario 2 – Post by Day 4 whether you would advocate for Jake stopping his medication and explain why. Then explain strategies the family might employ to include Jake in the decision-making process. Support your response with the Learning Resources and current literature.

Be sure to support your postings and responses with specific references to the Learning Resources.

Read a selection of your colleagues’ postings.

Respond by Day 7 to at least one of your colleagues that was assigned the alternate scenario. Provide an alternative strategy for Scenario #1 or an alternative intervention for Scenario #2. Briefly describe why your recommendation might that be effective.

Return to this Discussion in a few days to read the responses to your initial posting. Note what you have learned and/or any insights you have gained as a result of the comments your colleagues made.

Week 7 discussion

Experimentation with drugs and alcohol is common among adolescents. While many stop before using drugs becomes a problem, others cannot ignore the attraction and may develop a dependency. Generally, these adolescents have certain risk factors that make them more susceptible for drug problems, including those who have a family history of addiction, are depressed, have low self-esteem, or feel like an outsider (American Academy of Child and Adolescent Psychiatry, 2011). These are the adolescents that may use drugs and alcohol to cope with their daily stressors, pains, and traumas, also known as self-medicating.

In 2009, 8 percent of children and adolescents ages 12-17 had major depression, and twice as many females in this age range were diagnosed with depression than males (Substance Abuse and Mental Health Services Administration, 2010). Researchers have been studying the relationship between substance abuse and mood disorders for years. For example, some have said that adolescent cigarette smoking is associated with depression (Audrain-McGovern, Rodriguez, & Kassel, 2009). Do you think mood disorders lead to the substance abuse, or does the substance abuse lead to the mood disorder?

For this Discussion, select depression, anxiety, bipolar disorder, or Attention Deficit Hyperactivity Disorder (ADHD). Consider the relationship between substance abuse in adolescents and the disorder you selected.

With these thoughts in mind:

Post by Day 4 the disorder you selected. Explain the relationship between the disorder and the potential for adolescent substance use. Then provide an example of when an adolescent with the disorder might use substances to self-medicate and explain why. Finally, provide one suggestion for how families might support adolescents in refraining from using substances to self-medicate. Support your responses with the Learning Resources and current literature.

Be sure to support your postings and responses with specific references to the Learning Resources.

Read a selection of your colleagues’ postings.

Respond by Day 6 to at least one of your colleagues who selected a disorder that is different from the one you selected. Then, offer an alternate suggestion for families to support adolescents in refraining from self-medicating.

Return to this Discussion in a few days to read the responses to your initial posting. Note what you have learned and/or any insights you have gained as a result of the comments your colleagues made.

Week 8 discussion

Obesity rates tripled in children ages 2–19 living in the United States from the 1960s to the 1990s (Ogden, Flegal, Carroll, & Johnson, 2002). Who or what do you think is the cause of these rising rates? Some people blame schools for removing gym class from their curriculums. Yet, others say that while schools play a role, it is ultimately the responsibility of the families. Schools and families can either positively promote healthy lifestyles to children and adolescents or negatively expose them to habits that lead to obesity

The United States federal government recognized that obesity was becoming a public health issue for children and adolescents. In 2012, the government instituted federal guidelines mandating that schools supply healthier food and drink selections (Department of Agriculture, Food and Nutrition Service, 2012). For example, schools changed drinks in soda machines to juices; however, juices still offer students additional calories (Martin, 2007).

The family environment can be influential as well in decreasing the rates of overweight and obese children and adolescents. Although the federal government cannot make laws forcing families to change, programs such as the Let’s Move campaign and ChooseMyPlate.gov were created to educate families about healthier lifestyles. For example, lifestyle changes such as eating meals at home have significantly decreased obesity in children and adolescents (Epstein, Valoski, Rena, & McCurley, 1994). However, families that continue to eat fast food on a regular basis may be promoting obesity in children and adolescents.

For this Discussion, consider whether the school or the family environment has a greater negative impact on a child or adolescent’s diet and exercise. Then think about strategies that you might use to promote diet and exercise in those environments.

With these thoughts in mind:

Post by Day 4 your position on whether the school environment or the family environment has a greater negative impact on a child or adolescent’s diet and exercise and explain why. Then, describe two strategies you might use to promote diet and exercise in that environment and explain why each might be effective. Support your responses with the Learning Resources and current literature.

Be sure to support your postings and responses with specific references to the Learning Resources.

Read a selection of your colleagues’ postings.

Respond by Day 6 to at least one of your colleagues who has an opposing position. Explain how a child or adolescent may be able to expand upon a strategy that your colleague suggested within your chosen environment.

Return to this Discussion in a few days to read the responses to your initial posting. Note what you have learned and/or any insights you have gained as a result of the comments your colleagues made.

Week 9 discussion

Although less commonly discussed, males also suffer from eating disorders, and the disorders are clinically similar to those of females. It is estimated that approximately 10–15% of people with anorexia nervosa or bulimia are male, but they are less likely to seek treatment because of the perception that eating disorders are female diseases (National Association of Anorexia Nervosa and Associated Disorders, Inc., n.d.). Eating disorders are universal diseases that know no boundaries of age, race, or religion. They are psychological disorders that create disturbances to proper diets, causing people to eat very small amounts of food or excessively overeat. Eating disorders include anorexia nervosa, bulimia, and a binge-eating disorder. A binge-eating disorder is in a category defined as eating disorders not otherwise specified (EDNOS). EDNOS involve disturbances in behavior such as restricting diet, excessive exercising, using diet pills or laxatives, and vomiting (U.S. Department of Health and Human Services, 2011).

With these thoughts in mind:

Post by Day 4 your position on which disorder (anorexia, bulimia, or a binge-eating disorder) is more likely to occur in adolescent males. Justify your position using the Learning Resources and current literature. Then explain how media, peer pressure, or sports participation might increase the risk of developing an eating disorder in adolescent males. Finally, suggest one strategy a family or school may use to support an adolescent male with an eating disorder to improve his overall health.

Be sure to support your postings and responses with specific references to the Learning Resources.

Read a selection of your colleagues’ postings.

Respond by Day 6 to at least one of your colleagues who has a differing position in one or more of the following ways:

Share an insight from having read your colleague’s posting.

Offer and support an opinion.

Validate an idea with your own experience.

Return to this Discussion in a few days to read the responses to your initial posting. Note what you have learned and/or any insights you have gained as a result of the comments your colleagues made.

Week 10 discussion

DQ1

Children and adolescents may experience long-term psychological effects from experiencing traumatic events, which is known as childhood post-traumatic stress disorder (PTSD). Childhood PTSD can be found within every area of the world, and many studies have found that children who have been exposed to armed conflict or refugee camps have high rates of PTSD. For example, 20 percent of 56 children living in a Sudanese refugee camp had chronic PTSD (Moss et al., 2006). As a potential health psychology professional, you may work with a child or an adolescent that has has experienced trauma or has PTSD. While children, adolescents, and adults may all experience PTSD, children often exhibit symptoms that require unique interventions.

For this Discussion, review the media located in this week’s Learning Resources on child and adolescent trauma. Then, select a type of trauma discussed in the media or another trauma of interest to you. Consider the PTSD symptoms that a child may display and possible interventions to reduce those symptoms.

Disclaimer: Please be aware that any trauma-focused work, even including coursework specific to crisis, disaster, and other trauma-causing events, may elicit painful emotions and reactions. Further, it is possible that you may be a survivor of the events discussed or similar events. It is important that you be self-aware and monitor any potential emotional reactions to work in this course, specifically when a Discussion or Assignment Assignment has you reflect and discuss personal experiences associated with trauma. If you find a need to work through unresolved trauma response, you may access mental health services through the Student Assistance Program. For more information, visit the Walden University website at http://www.waldenu.edu/experience/support-services

With these thoughts in mind:

Post by Day 3 a brief description of the type of trauma you selected. Describe three potential PTSD symptoms children experience with this type of trauma. Then describe one intervention that may be effective in reducing one of the symptoms and explain why it might be effective. Finally, explain how the timing of a PTSD intervention may influence the success rate of reducing PTSD symptoms in children. Support your responses with the Learning Resources and current literature.

Be sure to support your postings and responses with specific references to the Learning Resources.

Read a selection of your colleagues’ postings.

Respond by Day 5 to at least one of your colleagues’ postings in one or more of the following ways:

Share an insight from having read your colleague’s posting.

Offer and support an opinion.

Validate an idea with your own experience.

Return to this Discussion in a few days to read the responses to your initial posting. Note what you have learned and/or any insights you have gained as a result of the comments your colleagues made.

DQ2

What defines culture? Culture is not limited to race or ethnicity. It may include your religion, political values, personal values, and your community. Culture, ultimately, is how you define yourself. Many adolescents strive to gain their own personal identity, one that may or may not be defined by their parents or guardians. Identity formation is one of the most important tasks for adolescents within their development. Adolescents form their identities by exploring many roles and may feel pushed to succeed in many aspects of their lives, which can lead to stress. Culture may affect how well adolescents manage stress, as well as the amount of family support or pressure they receive.

For this Discussion, select a culture of interest to you. Think about a type of stress adolescents may experience within that culture. Then consider culturally sensitive interventions that may address that type of stress. Finally, think about how personal biases can affect an intervention.

With these thoughts in mind:

Post by Day 4 a brief description of the culture you selected and a type of stress adolescents within that culture are likely to experience. Then, describe one stress-related intervention for that type of stress. Explain why that intervention might be effective for adolescents in the culture you described. Finally, explain one way personal biases may influence the cultural sensitivity of interventions. Support your responses with the Learning Resources and current literature.

Be sure to support your postings and responses with specific references to the Learning Resources.

Read a selection of your colleagues’ postings.

Respond by Day 7 to at least one of your colleagues who selected a different culture. Discuss whether you believe the recommended intervention would be beneficial to adolescents within the selected culture. Then provide one additional stress-related intervention for adolescents within that culture.

Return to this Discussion in a few days to read the responses to your initial posting. Note what you have learned and/or any insights you have gained as a result of the comments your colleagues made.

Week 11 discussion

Ethics are moral principles that may be used as guidelines for your personal or professional life. You may have ethics for how to live, ethics for how to conduct business, and a professional code of ethics that sets standards for your industry. For example, the American Psychology Association (APA) has an ethics code for psychologists, which is formally known as the Ethical Principles of Psychologists and Code of Conduct.

In 2006, APA Ethics Director Dr. Stephen Behnke used metaphors for psychologists to gain a deeper understanding and appreciation of the Ethics Code. For example, the Ethics Code is a stop light because it tells you when you must come to a full stop, when you may proceed with caution, and when you may continue with your interventions (Behnke, 2006). Consider the stop light when working with children and adolescents. At what times might you see red, yellow, or green? When working with children and adolescents, the use of the stop light is significant. You also must be aware of state and federal laws when working with children and adolescents. When ethical and legal considerations conflict, which ones should you follow? This is a common dilemma in the field of psychology. Therefore, you should be aware of both ethical and legal dilemmas and strategies to address them.

With these thoughts in mind:

Post by Day 4 an example of an ethical or legal dilemma related to child and adolescent health psychology. Then explain two strategies you might use to address this dilemma as a future health psychology professional. Support your response with references to the APA Code of Ethics and/or ACA Code of Ethics.

Be sure to support your postings and responses with specific references to the Learning Resources.

Read a selection of your colleagues’ postings.

Respond by Day 6 to at least one of your colleagues and provide one additional strategy to address their dilemma. Support your response with references to the APA Code of Ethics and/or ACA Code of Ethics.

Return to this Discussion in a few days to read the responses to your initial posting. Note what you have learned and/or any insights you have gained as a result of the comments your colleagues made.

Week 1 Assignment

Assignment: Health Psychology

Several trends have shaped healthcare today, including the rise of chronic disease as the leading cause of death for adults in industrialized nations. Behavioral and lifestyle choices, as well as psychological well-being, became a focus of treatment along with the medical regimen for adults with chronic disease. Similarly, children and adolescents also may have to alter their behaviors and incorporate new medication and medical procedures into their lifestyles when diagnosed with chronic diseases. Yet, children and adolescents are less likely than adults to comply with their new behaviors, lifestyles, and medical regimens. There are multiple interventions to handle noncompliance in children and adolescents. According to the behavioral theory of adherence, both positive and negative reinforcement can strengthen the behavior (adherence) in the desired direction in children and adolescents, but punishment can decrease the behavior (noncompliance) (Brannon & Feist, 2007).

Submit your Assignment by Day 7. For this Assignment, review the media in this week’s Learning Resources. Select an illness experienced by an adolescent in the media piece. Consider similarities and differences between child and adolescent health psychology and adult health psychology. Also, consider why noncompliance is a concern for children and adolescents. Please note that you will only view media featuring adolescents because of ethical and legal considerations regarding the taping of younger children.

The Assignment (2–3 pages)

Briefly describe the illness you selected from the media piece.

Compare the treatment and coping strategies of the child or adolescent you selected with those of adults who might have the same illness.

Explain how a health psychologist may have to work differently with a child/adolescent with that illness from how he or she would work with an adult with that illness.

Explain why noncompliance might be a significant issue for children and adolescents dealing with health issues.

Describe one intervention that a health psychologist might use to address the issue of noncompliance and explain why it may be effective.

Support your response using the Learning Resources and other current literature.

Week 2 Assignment

Assignment: Asthma Management and Treatment

Asthma is a serious public health problem for children and adolescents in the United States. In 2011, approximately one out of 10 school-aged children had asthma. Because of this chronic illness, students miss 10.5 million school days each year (United States Environmental Protection Agency, 2011). There are several barriers in the management and treatment of asthma. Barriers can be created by the parents and guardians or by their children experiencing asthma. Parents and guardians may experience decreased motivation for changing behavior in their children (Bender, 2002). For example, 12-year-old William does not clean his room weekly to get rid of dust mites, which is one of his asthma triggers. After repeated attempts to get him to comply, his parents become less motivated to try to change that behavior. In response to the multiple barriers to effective asthma management and treatment, children and adolescents may find different ways to cope with their illness (Ryan-Wenger & Walsh, 1994).

For this Assignment, imagine you are a health psychology professional and you need to develop a brochure for students with asthma. Consider how you might describe asthma to children and adolescents. Then describe the barriers created by children and adolescents and the potential impact to them. Review the media in this week’s Learning Resources. Please note that you will only view media featuring adolescents because of ethical and legal considerations regarding the taping of younger children.

Submit your Assignment by Day 7. This assignment may be used as the foundation for your comprehensive program due in Week 10. Please review the Week 10 Assignment for details. Please use your creativity while developing your Assignment. You may use the templates provided for your Assignment found in the Course Information area or you may create your own.

The Assignment (1 brochure)

Create a brochure that could be used in a hospital, clinic, or a school counselor’s office.

Include the following information within your brochure:

Define asthma in children and adolescents.

Describe three potential barriers to controlling asthma for children and adolescents.

Explain the potential impacts of asthma to the daily functioning of children and adolescents.

Explain the differences in coping strategies between children and adolescents with asthma.

Use appropriate APA references at the bottom of your brochure.

Week 3 Assignment

Assignment: Taking Diabetes to School

Children with diabetes have difficulties metabolizing sugar, and may not produce or respond to insulin, depending on the type of diabetes. There are two main types of diabetes that generally affect children and adolescents—Type 1 and Type 2. With Type 1 diabetes, also referred to juvenile-onset diabetes, children produce little to no insulin. Type 2 diabetes, also known as adult-onset diabetes, used to occur primarily in adults 40 years and over. Yet, it has been on the rise in children and adolescents due to nutrition and weight problems (International Diabetes Federation, n.d.).

The diagnosis of diabetes for children can be overwhelming. The responsibilities and restrictions a child with diabetes may have might make them feel like an outsider at school. Children with Type 1 diabetes are at higher risk for adjustments problems after diagnosis and increased risk for psychological problems (Delamater, 2007). Consider how you may be able to improve student-peer relationships by providing educational presentations for schools.

For this Assignment, imagine your local elementary school has hired you as a consultant to give a presentation on diabetes to students in Grades 3 & 4 or Grades 5 & 6. Based on the media on Diabetes in this week’s Learning Resources, select the information that you feel is important and pertinent to the age range you selected. Consider the following information when you are creating your presentation, but remember to tailor the information to the needs and knowledge level of your targeted age group.

A definition of diabetes

Management of diabetes

Dietary restrictions

Symptoms of a glucose emergency

Potential barriers to peer relationships for students with diabetes

Submit your Assignment by Day 7. Please use your creativity while developing your Assignment. You may use the templates provided for your Assignment found in the Course Information area or you may create your own. You may also look at the American Heart Association example for an example of a completed PowerPoint presentation. This Assignment may be used as the foundation for your comprehensive program due in Week 11. Please review the Week 11 Assignment for additional details. Review the media in this week’s Learning Resources. Please note that you will only view media featuring adolescents because of ethical and legal considerations regarding the taping of younger children.

The Assignment (8–10 PowerPoint slides and a 1- to 2-page document)

Create an age-appropriate PowerPoint Presentation. Include in your presentation:

Title slide

The age group you are targeting (Grades 3 & 4 or Grades 5 & 6)

Educational information related to diabetes appropriate for that age group.

In a 1- to 2-page document, explain why you selected the information in your presentation and why it is age-appropriate.

Include a list of references in APA format.

Week 4 Assignment

Assignment: The Impact of Pediatric Cancer

There are approximately 18,000 newly diagnosed cases of pediatric cancer (birth to age 19) each year in the United States. There are several types of pediatric cancer that affect children and adolescents, including leukemia, brain tumors, lymphoma, sarcomas, liver, and kidney cancers (St. Jude Children’s Research Hospital and Washington University School of Medicine in St. Louis, 2012; U.S. Department of Health and Human Services, National Institutes of Health, National Cancer Institute, 2008). Treatments for childhood cancers may include chemotherapy, surgery, radiation therapy, and other treatments. In many cases, depending on the type and stage, more than one treatment may be used together. Each child or adolescent with a pediatric cancer diagnosis is affected differently. Each family and family member is affected differently as well.

Submit your Assignment by Day 7. For this Assignment, select one type of pediatric cancer to evaluate. Consider how a cancer diagnosis and treatment might affect the psychological, emotional, and behavioral functioning of children and adolescents and their families.

The Assignment (5–7 pages)

Describe the type of pediatric cancer you selected and explain its signs and symptoms, treatment, and prognosis.

Explain how a pediatric cancer diagnosis might impact the psychological, emotional, and behavioral functioning of children and adolescents and their families.

Explain how pediatric cancer treatment might impact the psychological, emotional, and behavioral functioning of children and adolescents and their families.

Support your responses with the Learning Resources and other current literature.

Week 5 Assignment

Assignment: Reducing Noncompliance in Cystic Fibrosis

While medical advances have improved the life expectancy rate of people diagnosed with cystic fibrosis, children and adolescents must comply precisely with their medications and treatment plans for them to be effective. Noncompliance in cystic fibrosis treatments can cause decreased pulmonary functioning and increased hospitalizations. For example, the noncompliance rates for physiotherapy treatment are approximately 60 percent, and medication noncompliance ranges from 20–40 percent (Llorente, Bousono Garcia, & Diaz Martin, 2008). In order to combat the high rates of noncompliance, medical professionals have been using a variety of psychological interventions, including psychoeducational, psychosocial, and behavioral. The success of these types of interventions, has been comparable to medical treatments. For example, nutritional interventions have been used successfully to increase weight and caloric intake (Drotar, 2006). Although noncompliance may occur at any age, the type of intervention used and the way it is presented will vary based upon the age of the person. Consider how you may present a behavioral intervention to a child or adolescent.

For this Assignment, imagine you are a health psychology professional and you need to develop a behavioral intervention plan for Chelsey when she was noncompliant as a child. Although Chelsey is compliant as an adolescent, consider her noncompliance as a child. Develop a behavioral intervention plan that she could have used as a child. Review the media in this week’s Learning Resources and consider the types of behavioral interventions that you might have recommended to Chelsey when she was younger. Reflect on the importance of rewards systems for children in health psychology but also remember to consider the age of the people with whom you are working. Please note that you will only view media featuring adolescents because of ethical and legal considerations regarding the taping of younger children.

Submit your Assignment by Day 7. This Assignment may be used as the foundation for your comprehensive program due in Week 10. Please review the Week 10 Assignment for additional details.

The Assignment (2–3 pages and the behavioral chart)

Develop a behavioral intervention to improve Chelsey’s compliance with her medical regimen including her diet, medications, and cystic fibrosis vest use.

Describe a behavioral intervention technique located in the Learning Resources.

Create a 2- to 3-page narrative including:

A brief description of Chelsey and the age you selected

A description of a rewards system you would create for Chelsey based on that behavioral intervention technique

A justification for the use of the technique

Create a behavior chart including the target behaviors and the specific rewards that Chelsey could earn for complying with her medical regimen.

Support your responses with the Learning Resources and current literature.

Week 7 Assignment

Assignment: Sexually Transmitted Infections in High Schools

Sexually transmitted Infections (STIs) are infectious diseases spread through sexual contact. STIs include, but are not limited to, gonorrhea, syphilis, chlamydia, human immunodeficiency virus (HIV), and acquired immune deficiency syndrome (AIDS). Consider that approximately 50% of high school students in the United States have had sexual intercourse, and approximately 14% of them have had four or more partners (U.S. Department of Health and Human Services, 2010). These high percentages of sexual intercourse among adolescents increase the risk for STIs among this group. Therefore, the need for accurate education, instead of what some cultures may deem appropriate, is paramount.

The World Health Organization (WHO) created the Global School Health Initiative, in conjunction with international organizations, to ensure that students receive accurate information and education in an effort to protect them and help them maintain a healthy lifestyle. The initiative not only targets students, but also tries to educate staff, parents, and community members to create a health-promoting school (Preventing HIV/AIDS/STDs, 1999; U.S. Department of Health and Human Services, 2011).

Submit your Assignment by Day 7. For this Assignment, you develop a health promotion poster to promote healthier lifestyles in an attempt to prevent STIs among adolescents. This assignment may be used as the foundation for your comprehensive program due in Week 10. Please review the Week 10 Assignment for details. Please use your creativity while developing your assignment. You may use the templates provided for your assignment or you may create your own. These poster templates may be found in the Course Information area.

The Assignment (2–3 pages and the health promotion poster)

Create an 8”x10” health promotion poster on your computer directed at high school students.

Focus on either the risk factors of sexually transmitted infections or the prevention of sexually transmitted infections.

Create a 2- to 3-page narrative describing your health promotion campaign.

Include in your descriptive narrative the risk factors of sexually transmitted infections or the prevention of sexually transmitted infections.

Use appropriate APA references at the bottom of your narrative.

Week 8 Assignment

Assignment: Public Health Prevention Programs

Childhood obesity is becoming a global epidemic. Generally, obesity has been considered a health problem of developed countries, especially in the United States. Now, there are more overweight and obese people in low- and middle-income countries, and this phenomenon is not limited to adults. In 2010, it was estimated that approximately 42 million children under the age of 5 were obese or overweight, and almost 35 million of those children lived in developing countries (World Health Organization, 2010). Measuring the numbers for children ages 5 through 14 globally is challenging, because there is not a standard definition for childhood obesity. While there are some variations, there are higher percentages of older children and adolescents being overweight or obese in developing countries (Kimani-Murage, 2011; Editorial, 2008).

One of the primary ways to reduce obesity in children and adolescents is through prevention, as opposed to relying only on treating the symptoms and effects of the problem. Developing public health programs to educate and promote healthy lifestyles to children and adolescents is one responsibility of health psychology professionals.

For this Application Assignment, select a population for which to develop a public health program to promote good nutrition and family-based exercise programs. Your population could be as small as your local neighborhood or as large as a global initiative (Association of Schools of Public Health, n.d.). A public health program aimed at childhood obesity prevention should be culturally appropriate and geared toward the developmental understanding of the targeted ages, which may ultimately require multiple approaches. When developing your public health program, you should consider the availability of resources and access to locations. For example, family-based treatment programs have shown significant decreases in obesity rates in children and adolescents. You may want to include the proven approach of family support for exercise as an element of your public health program (Epstein, Valoski, Rena, & McCurley, 1994). While exercise may be an appropriate example within your public health program, you may not want to include swimming, because of cultural or religious beliefs.

This Application Assignment may be used as the foundation for your comprehensive program, which is due in Week 10. Please review the Week 10 Assignment for details. Submit your media file to the Week 8 Assignment submission area using the Kaltura Media option available via the mashup tool. More information about adding media to the classroom is located on the Kaltura Media Uploader page in the course navigation menu.

Caveat: Each person participating in the public service announcement must read and sign the Video/Voice Release Agreement. Find this form on the Kaltura Media Uploader page located in the course navigation menu of your online course. Submit the signed form(s) to your Instructor in the Week 8 Assignment Submission link.

Your local health department hires you as a consultant to develop a health promotion campaign for your community. Your campaign must include advertising appropriate for your community and targeted health programming.

The Assignment (2–3 pages and the 30-second public service announcement for a community health promotion campaign)

Write a 30-second public service announcement (PSA) for your community to promote good nutrition and family-based exercise programs.

Record your PSA and submit it to the Week 8 Assignment submission area using the Kaltura Media option available via the mashup tool. More information is located on the Kaltura Media Uploader page in the course navigation menu.

Create a 2- to 3-page narrative describing your health promotion campaign.

Include in your descriptive narrative recent trends in poor diet and exercise and how your program can reduce these trends. The trends may vary based on your selected community (e.g., local or general). Be sure to support your trends with the current literature.

Use appropriate APA references at the bottom of your narrative.

Submit your assignment by Day 7. Submit a Video/Voice Release Agreement to the Assignment Submission link for each person who participates in your video

Week 9 Assignment

Assignment: Adolescent Eating Disorders

In March 2012, Israel became the first country to create legislation defining minimum weights for fashion models. It also mandated written disclosures on altered images to make models look thinner. Now, when models appear at a shoot, they have to show a medical report that is no more than three months old and discloses their body mass index (BMI). If a model’s BMI is below 18.5, which is considered malnourished by the World Health Organization (WHO), then he or she will not be able to participate in the shoot. Lawmakers placed standards on the fashion industry because they believed the industry promoted an unrealistic perception of ideal weight and body image, especially in the eyes of young women. Approximately 2% of females in Israel ages 14–18 suffer from an eating disorder and this statistic is similar around the world for developing countries. Supporters of the legislation hope that the law will increase the use of healthier, more realistic models, as well as raise awareness about the digital techniques used to enhance male and female models (New Israeli law, 2012). Many have blamed the fashion, television, and film industries for promoting unrealistic body images and for their impact on children and adolescents. As a health psychology professional, you should keep informed of ongoing trends and legislation related to children and adolescent health. Consider how you might address the issue of eating disorders in an age-appropriate presentation for adolescents.

Submit your Assignment by Day 7. For this Assignment, imagine that the local high school hires you as a consultant to give a presentation on eating disorders (anorexia, bulimia, and a binge-eating disorder). Think about pertinent age-appropriate information that you may want to use in your presentation. Do not use the example of Israel’s legislation provided above.

This assignment may be used as the foundation for your comprehensive program due in Week 10. Please review the Week 10 Assignment for details. Please use your creativity while developing your assignment. You may use the templates provided for your assignment or you may create your own. Please keep all of your notes in the notes section.

The Assignment (8–10 PowerPoint slides)

Create an age-appropriate PowerPoint Presentation for Grades 9–12.

Include a title slide.

Explain the three eating disorders in terms the students will understand.

Differentiate between anorexia nervosa, bulimia, and a binge-eating disorder.

Explain the risk factors for each eating disorder, including media influence and peer pressure.

Provide the students with a scenario for each eating disorder.

Submit a separate APA Reference document.

Week 10 Assignment

Assignment: Creating Awareness Programs

Throughout this course, you have developed several items that you may want to add to your portfolio, such as behavioral intervention plans and public service announcements. As a potential health psychology professional, your portfolio should show diverse approaches (e.g., poster, brochure, etc.) to several health psychology topics. You also should have examples from different age groups.

As a future health psychology professional, you may be interested in consulting for schools, non-profit organizations, or government agencies. You may be hired to create a comprehensive awareness program to inform your target population about a specific health issue and preventive approaches using various forms of media. When you are creating an awareness program, always know your target population. Awareness programs may be designed to target a specific age group or culture. For example, if your awareness program is for third through fifth graders, be sure you understand what type of presentation would work best for them, such as posters or interactive activities. Also, use language that your target audience can understand. The presentation should not be below or above your audience’s level of understanding, and it should be culturally sensitive.

Submit your Assignment by Day 7. For this Assignment, select one of the assignments you completed earlier in this course to use as the foundation for your comprehensive awareness program. Then, use your selected assignment health psychology topic to create a comprehensive awareness program for children and adolescents and their families.

The Assignment (12–14 pages of text, plus cover page, abstract, and references)

Describe your comprehensive awareness program including:

The purpose of your program

The selected health topic

The appropriate setting for your program (e.g., schools, hospitals, community events)

The projected time frame for your program

Describe a target community and/or culture

Justify why that community and/or culture is in need of education on your selected health topic

Explain the health factors related to your topic within this community and/or culture

Explain the risk factors for your health topic within this community and/or culture

Explain three goals of your comprehensive awareness program

Explain five elements that you would add to your existing Assignment that you selected to develop your comprehensive awareness project

Explain how this program may promote positive change